The Conceptual Bases of Study Strategy Inventories

Autor/inn/en	Entwistle, Noel; McCune, Velda
Titel	The Conceptual Bases of Study Strategy Inventories
Quelle	In: Educational Psychology Review, 16 (2004) 4, S.325-345 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-004-0003-0
Schlagwörter	Study; Methods; Measures (Individuals); Motivation; Learning Processes; Cognitive Processes; Models; Metacognition; Self Management; Higher Education + Suchen Sie Ihr Suchwort? Studies; Studium; Method; Methode; Messdaten; psychologische; Motivation (psychologisch); Learning process; Lernprozess; Cognitive process; Kognitiver Prozess; Analogiemodell; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Selbstmanagement; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	This article describes the historical origins and development of a series of well-known study strategy inventories and seeks to identify their conceptual bases. The theories and evidence influencing the development of 6 contrasting instruments are considered before examining empirical evidence of similarities and differences between the measurement instruments. This analysis is tackled in three stages, looking first at inventories developed in the 1970s and 1980s that focused mainly on motivation, study methods, and learning processes. The more recent work that brought in mental models, metacognition, and self-regulation is then introduced, leading to a concluding section that discusses the conceptual bases of the whole set of inventories. The trends found in this research area are described and used to explore the current confusion of overlapping terms describing apparently similar aspects of learning and studying in higher education. (Author).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10